Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Anthropological Contributions to Experiential Learning in International and Intercultural Contexts

2010 ◽  
Vol 32 (3) ◽  
pp. 2-3
Author(s):  
Kiran Cunningham ◽  
Jayne Howell ◽  
Ronald Loewe
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Learning Programs ◽  
Field Schools

Conversations about how to create meaningful and significant experiential learning opportunities for students in international and intercultural contexts are increasingly commonplace in academic institutions. With over a century dedicated to the development and refinement of a powerful set of methodological, attitudinal, conceptual, and theoretical tools for cross-cultural understanding and engagement, anthropology has much to offer these conversations. Contributors to this issue of Practicing Anthropology draw on their experiences directing international offices, directing offices and study abroad programs, leading internationalization initiatives, establishing service learning programs, running international and intercultural field schools, and developing intercultural learning assessment instruments. They all interrogate teaching and learning outcomes, exploring the ways that the theories and methods of anthropology have been effective in enhancing intercultural learning and offering models and methodologies that others can use in their own work. The first four articles in the issue were individually submitted, and were ideal complements to the six articles Kiran Cunningham compiled.

Service Learning 201: Beyond the Basics

2008 ◽  
Vol 11 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Lisa Schoenbrodt
Keyword(s):  
Service Learning ◽  
Communication Disorders ◽  
Undergraduate Curriculum ◽  
Speech Pathology ◽  
Community Agency ◽  
Community Partner ◽  
Graduate Courses ◽  
The Past ◽  
Introductory Class ◽  
University Training

Abstract Service learning is not a new concept in the field of education or communication disorders, involving a partnership that is formed between a community agency and a university training program. For service learning to effective, equal “buy in” is needed from all parties involved. Service learning is a natural fit in the area of communication disorders because the types of agencies involved and the types of experiences dovetail with the range of disorders in the population. In one department of Speech Pathology, we offered a variety of service-learning courses to students in training throughout their undergraduate curriculum, with different commitments in terms of time to service. In the past, our introductory level coursework involved brief experiences that were woven into the coursework, but was not the intensity of time or commitment that is required in graduate courses. In addition, with this introductory class, I had to consider the level of the student with little to no background with individuals with disabilities. These factors led us to design a service-learning course that incorporated time directly spent with the community partner agency on site and time spent indirectly planning an activity for clients at the community center.

What History is good for: Service-learning and studying the past

2009 ◽  
Vol 2 (3) ◽  
pp. 50-73 ◽  
Author(s):  
Michael Smith
Keyword(s):  
Service Learning ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Liberal Arts College ◽  
Scholarship Of Teaching ◽  
Reflective Process ◽  
Social Sciences And Humanities ◽  
The Past ◽  
The Social ◽  
Rich Data

Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.

Bridging the Divide With SoTL: Connecting Knowledge With Best Practice in Communication Disorders

2017 ◽  
Vol 2 (10) ◽  
pp. 14-24 ◽  
Author(s):  
Jennifer C. Dalton ◽  
Joseph Klein ◽  
Dawn C. Botts
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Best Practice ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Starting Point

In this article, a model of evidence-based practice is presented that engaged graduate students and instructors from the discipline of communication sciences and disorders (CSD) in evidence-based education through the use of the scholarship of teaching and learning (SoTL). This article can serve as a starting point for other instructors interested in engaging in SoTL in their own CSD classrooms.

scholarly journals Preparing students for service-learning and social entrepreneurship experiences

2018 ◽  
Author(s):  
He Len Chung ◽  
Kayla Taylor ◽  
Caitlin Nehila
Keyword(s):  
Service Learning ◽  
Student Development ◽  
Social Entrepreneurship ◽  
Learning Opportunities ◽  
Multiple Relationships ◽  
Critical Feature ◽  
Community Partners ◽  
Triadic Relationships ◽  
Competency Based ◽  
The Impact

A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.

scholarly journals Exploration of University Faculty Perceptions and Experiences of Service-Learning as Engaged Scholarship of Teaching and Learning

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Irene Arellano ◽  
Stephanie J. Jones
Keyword(s):  
Service Learning ◽  
Community Involvement ◽  
Teaching And Learning ◽  
Research University ◽  
Faculty Perceptions ◽  
Engaged Scholarship ◽  
Scholarship Of Teaching ◽  
Instrumental Case Study ◽  
Private Research ◽  
Service Learning Pedagogy

The purpose of this qualitative instrumental case study was to explore how faculty at a private research university utilize the service-learning pedagogy to advance their scholarship of teaching and learning. Of specific interest was what influences them to utilize the service-learning pedagogy in their scholarship of teaching and learning, and how they perceive that utilizing the service-learning pedagogy affects student learning. Boyer’s work on the scholarship of teaching and learning framed the study. The findings of this study are that the experiential components of the service-learning pedagogy are effective in connecting students to real-world problems. As part of the curriculum it engages students in deeper learning and its use changes students’ perspectives about the importance of community involvement, establishing a community consciousness to those students involved.  The study supports that the service-learning pedagogy is important to higher education faculty and has led to supporting their scholarship of teaching and learning.

Using iPad Technologies To Support Teaching and Learning in CSD

2012 ◽  
Vol 15 (1) ◽  
pp. 16-21
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Language Disorders ◽  
Language Intervention ◽  
Learning Orientation ◽  
Specific Information ◽  
Academic Service Learning ◽  
Ipad Applications

In a clinical project, 37 undergraduate students in a language disorders course with an academic service learning orientation reviewed iPad applications for use in language intervention activities. In this paper, I outline the process for implementing the project, as well as student perceptions of how their involvement in the project affected mastery of course-specific information.

Academic Service-Learning as a Pedagogical Tool and Strategy

2015 ◽  
pp. 171-194
Author(s):  
Estanislado S. Barrera, IV ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Urban Education ◽  
Critical Thinking ◽  
Service Learning ◽  
Teaching And Learning ◽  
The United States ◽  
White Female ◽  
Middle Income ◽  
Pedagogical Tool ◽  
Instructional Process ◽  
Academic Service Learning

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

Academic Service-Learning as a Pedagogical Tool and Strategy

2018 ◽  
pp. 450-476
Author(s):  
Estanislado S. Barrera, IV ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Urban Education ◽  
Critical Thinking ◽  
Service Learning ◽  
Teaching And Learning ◽  
The United States ◽  
White Female ◽  
Middle Income ◽  
Pedagogical Tool ◽  
Instructional Process ◽  
Academic Service Learning

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

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